UNIDAD EDUCATIVA PARTICULAR Código: R.

4-05A
“NUESTRA SEÑORA DEL ROSARIO” Versión: 5.0
Fecha: 15/09/2016
PLAN DE DESTREZAS SEMANAL Página: 1 de 6

DATOS INFORMATIVOS AÑO/CURSO Y PARALELO: 9th “A, B,C”

UNIDAD Nº:3 NIVEL: A2
TÍTULO DE LA UNIDAD: THE WONDERS OF THE WORLD SEMANA N°: 6
PROFESORA: Cristina Galarza FECHA DE INICIO: 22/01/2018
ÁREA: English as a Foreign Language FECHA DE FINALIZACIÓN: 26/01/2018
ASIGNATURA: English PERIODOS LECTIVOS SEMANALES: 7
AÑO LECTIVO: 2017 - 2018 PERIODO IMPREVISTOS: RAZÓN:
EJE TRANSVERSAL Y VALORES: La Interculturalidad. El reconocimiento a la diversidad de manifestaciones eé tnico- culturales en las esfera local, regional, nacional y planetaria, desde una
visioé n de respeto y valoracioé n.
OBJETIVO DE UNIDAD:
OG.EFL 3
Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking skills through an appreciation of linguistic differences. Enjoy an enriched perspective of their own L1 and of
language use for communication and learning. O.EFL.5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity in building an
intercultural and multinational society.
O.EFL.5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking skills through an appreciation of linguistic differences. Enjoy an enriched perspective of their own
L1 and of language use for communication and learning.
O.EFL.5.5 Directly access the main points and important details of up-to-date English language texts, such as those published on the web, for professional or general investigation, through the efficient use of
ICT and reference tools where required.
DESTREZAS CON CRITERIO DE EVALUACIÓN
ESTRATEGIA METODOLÓGICA
DESEMPEÑO (MICRO INDICADOR ESENCIAL INSUMOS A
(ERCA) CRITERIO DE EVALUACIÓN
DESTREZAS) DE EVALUACIÓN EVALUAR
1.Communication and Cultural Awareness EXPERIENCIA(E) * Learners begin to CE.EFL.5.8. Interaction – Interpersonal:
D.I. *explanation by a video the grammar communicate effectively using a Respond to and build on other people’s INSUMO
EFL 5.1.1. Begin to display an understanding between about CAN / CAN’T (ability). variety of simple media and ideas in extended conversations on INDIVIDUAL:
different cultures by recognizing and sharing cross-cultural *watch a video about superlatives and formats, including ICT, by familiar social and academic topics by On the workbook
experiences and ideas. (BGU1) encourage them complete the table for saying things in alternative expressing opinions and feelings and complete pages no.
EFL 5.1.2. Begin to demonstrate overall respect for the extra points. ways and attempting to apply clarifying meaning. 82, 83.
integrity of cultures in daily classroom activities. (BGU1) self-correcting and self- CE.EFL.5.11. Identify and apply a range Right and wrong
REFLEXIÓN(R) monitoring strategies when of reading strategies in order to make guesses. 10/101
D.D. *correct the mistakes of the table and needed. (I.1, I.3, J.4) texts meaningful and to select R.A
EFL 5.1.10. Begin to take initiative in simple discussions in then leave that they make the grammar (ref.I.EFL.5.4.1) information within a text that might be INSUMO GRUPAL:
a positive way by being sensitive to the nuances of peers’ execises by themselves. On the *Learners begin to respond to of practical use for one’s own academic Group work activity
comments, reactions and responses. (BGU1) and build on other people’s needs.
student’s book. on page no.88
ideas in simple conversations on CE.EFL.5.15. Plan and produce well-
SOCIALIZACIÓN (C develop reading and
2. Oral Communication familiar social and academic constructed informational texts by
*Make a reading on pag no. 88 in groups , writing.
D.I. topics by expressing opinions applying the writing process and while
and underline the vocabulary, use
EFL 5.2.1. Begin to deduce the meanings of some and feelings and clarifying demonstrating an ability to justify one’s Presentation =1pt.
dictionaries to look for the meanings.
unfamiliar phrases and words from a context containing APLICACIÓN (A)
meaning. (I.3, I.4, S.1, J.3, J.4) position on an argument through Follow the
familiar elements. (BGU1) (ref.I.EFL.5.8.1.) carefully selected information and instructions= 2pts.
 UNIDAD EDUCATIVA PARTICULAR Código: R.4-05A
“NUESTRA SEÑORA DEL ROSARIO” Versión: 5.0
Fecha: 15/09/2016
PLAN DE DESTREZAS SEMANAL Página: 2 de 6

EFL 5.2.2. Begin to identify the main idea and some details *Group work activity on page no.88 *Learners begin to identify and appropriate language, tone and evidence. Use of unit
of recorded news reports and interviews reporting on develop reading and writing. apply some reading strategies in CE.EFL.5.17. Demonstrate and convey grammar= 4 pts.
seasonal festivities, environmental issues, food, climate, *On the workbook complete pages no. order to make texts meaningful different levels of meaning in literary Coherence= 3pts
weather, etc., where the visuals support the commentary. and to select information within texts by identifying distinguishing
82, 83. Total = 10/10 pts.
(BGU1) a simple text that might be of features, interpreting implicit and
R.A
EFL 5.2.5. Begin to understand the main idea of audio practical use for one’s own explicit messages and responding in a
recordings on subjects of personal interest, provided speech academic needs. (I.1, I.2, I.4, variety of ways.
EVALUACIÓN
is clear. (BGU1) S.3) (ref.IEFL.5.11.1.)
3. Reading *Learners begin to plan and
R.A
D.I. produce simple informational
EFL 5.3.1. Discover specific predictable information in texts by attempting to apply the
short, simple texts in a range of age- and level-appropriate writing process and while also
topics. (BGU1) attempting to demonstrate an
EFL 5.3.8. Begin to identify and understand the main points ability to justify one’s position
in straightforward simple texts on subjects of personal on an argument through
interest or familiar academic topics. (BGU1) selected information and
4. Writing appropriate language, tone and
D.I. evidence. (I.2, I.3, I.4, S.3, J.1)
EFL 5.4.1. Discover how to evaluate information from (ref.I.EFL.5.15.1.)
references, including those found on the web, and attempt *Learners begin to demonstrate
to recommend print and digital sources to other learners. and convey different levels of
(BGU1) meaning in simple literary texts
EFL 5.4.2. Begin to identify simple types and formats of by identifying some features,
potential resources and the value, purpose and audience of attempting to interpret implicit
each one for use in the educational domain. (Example: and explicit messages and
audio/video, multimedia, website, book, etc.) (BGU1) responding in a variety of ways.
EFL 5.4.4. Discover how to select and make effective use (I.3, I.4, J.3) (ref.I.EFL.5.17.1.)
of simple digital tools to write, edit, revise and attempt to
publish written work in a way that supports collaboration,
learning and productivity. (BGU1)
5. Language through the Arts
D.I.
EFL 5.5.10. Begin to evaluate and recommend a simple
literary text (written, oral, online, in video or in print) or a
favorite activity to a peer. (BGU1)
 UNIDAD EDUCATIVA PARTICULAR Código: R.4-05A
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Tutoría:

NECESIDADES EDUCATIVAS ESPECIALES (N.E.E)

NOMBRE DEL ESTUDIANTE
Pacheco Guadamud Stalin Josué ( Coeficiente intelectual limítrofe CI 72) GRADOS 2
Tituaña Kevin (Déficit de atención) GRADO 2
Cueva León Paul Alejandro (TRASTORNO POR DEFICIT DE ATENCIÓN E HIPERACTIVIDAD DE GRADO MODERADO COMORBIDO CON TRASTORNO DE ANSIEDAD GENERALIZADA TRASTORNO ESPECÍFICO DEL
APRENDIZAJE RELACIONADO A LA LECTURA) GRADO 2
Ricardo Alvarez GRADO 2

DESTREZAS CON CRITERIO DE

ESTRATEGIA METODOLÓGICA
DESEMPEÑO (MICRO EVALUACIÓN
(ERCA)
DESTREZAS)
1.Communication and Cultural Awareness EXPERIENCIA(E)
D.I. *explanation by a video the grammar INDICADOR ESENCIAL INSUMOS A
CRITERIO DE EVALUACIÓN
EFL 5.1.1. Begin to display an understanding between about CAN / CAN’T (ability). DE EVALUACIÓN EVALUAR
different cultures by recognizing and sharing cross-cultural *watch a video about superlatives and
* Learners begin to CE.EFL.5.8. Interaction – Interpersonal:
experiences and ideas. (BGU1) encourage them complete the table for
communicate effectively using a Respond to and build on other people’s INSUMO
EFL 5.1.2. Begin to demonstrate overall respect for the extra points.
variety of simple media and ideas in extended conversations on INDIVIDUAL:
integrity of cultures in daily classroom activities. (BGU1)
formats, including ICT, by familiar social and academic topics by On the workbook
REFLEXIÓN(R)
saying things in alternative expressing opinions and feelings and complete pages no.
D.D. *correct the mistakes of the table and ways and attempting to apply clarifying meaning. 82, 83.
EFL 5.1.10. Begin to take initiative in simple discussions in then leave that they make the grammar self-correcting and self- Right and wrong
a positive way by being sensitive to the nuances of peers’ execises by themselves. On the monitoring strategies when CE.EFL.5.15. Plan and produce well- guesses. 10/101
comments, reactions and responses. (BGU1) student’s book. needed. (I.1, I.3, J.4) constructed informational texts R.A
SOCIALIZACIÓN (C (ref.I.EFL.5.4.1) CE.EFL.5.17. Demonstrate and convey INSUMO GRUPAL:
2. Oral Communication *Make a reading on pag no. 88 in groups , *Learners begin to respond to different levels of meaning in literary
D.I. Group work activity
and underline the vocabulary, use and build on other people’s texts by identifying distinguishing
EFL 5.2.1. Begin to deduce the meanings of some dictionaries to look for the meanings. ideas in simple conversations on features, interpreting implicit and
on page no.88
unfamiliar phrases and words from a context containing APLICACIÓN (A) familiar social and academic explicit messages and responding in a develop reading and
familiar elements. (BGU1) *Group work activity on page no.88 topics by expressing opinions variety of ways. writing.
EFL 5.2.2. Begin to identify the main idea and some details and feelings and clarifying Presentation =1pt.
develop reading and writing.
of recorded news reports and interviews reporting on Follow the
seasonal festivities, environmental issues, food, climate, *On the workbook complete pages no. meaning. (I.3, I.4, S.1, J.3, J.4)
(ref.I.EFL.5.8.1.) instructions= 2pts.
weather, etc., where the visuals support the commentary. 82, 83.
*Learners begin to identify and Use of unit
(BGU1) apply some reading strategies in grammar= 4 pts.
 UNIDAD EDUCATIVA PARTICULAR Código: R.4-05A
“NUESTRA SEÑORA DEL ROSARIO” Versión: 5.0
Fecha: 15/09/2016
PLAN DE DESTREZAS SEMANAL Página: 4 de 6

order to make texts meaningful Coherence= 3pts

and to select information within Total = 10/10 pts.
a simple text that might be of R.A
practical use for one’s own EVALUACIÓN
academic needs. (I.1, I.2, I.4, R.A
S.3) (ref.IEFL.5.11.1.)
*Learners begin to plan and
produce simple informational
texts by attempting to apply the
writing process and while also
attempting to demonstrate an
ability to justify one’s position
on an argument through
selected information and
appropriate language, tone and
evidence. (I.2, I.3, I.4, S.3, J.1)
(ref.I.EFL.5.15.1.)
EFL 5.2.5. Begin to understand the main idea of audio
*Learners begin to demonstrate
recordings on subjects of personal interest, provided speech
and convey different levels of
is clear. (BGU1)
meaning in simple literary texts
3. Reading
by identifying some features,
D.I.
attempting to interpret implicit
EFL 5.3.1. Discover specific predictable information in
and explicit messages and
short, simple texts in a range of age- and level-appropriate
responding in a variety of ways.
topics. (BGU1)
(I.3, I.4, J.3) (ref.I.EFL.5.17.1.)
EFL 5.3.8. Begin to identify and understand the main points
in straightforward simple texts on subjects of personal
interest or familiar academic topics. (BGU1)
4. Writing
D.I.
EFL 5.4.1. Discover how to evaluate information from
references, including those found on the web, and attempt
to recommend print and digital sources to other learners.
(BGU1)

NECESIDADES EDUCATIVAS ESPECIALES (N.E.E)

NOMBRE DEL ESTUDIANTESolis Suscal Juan David(Discapacidad intelectiva leve CI 54 Alta probabilidad de TDA H) GRADO 3
DESTREZAS CON CRITERIO DE
ESTRATEGIA METODOLÓGICA
DESEMPEÑO (MICRO EVALUACIÓN
(ERCA)
DESTREZAS)
 UNIDAD EDUCATIVA PARTICULAR Código: R.4-05A
“NUESTRA SEÑORA DEL ROSARIO” Versión: 5.0
Fecha: 15/09/2016
PLAN DE DESTREZAS SEMANAL Página: 5 de 6

1.Communication and Cultural Awareness EXPERIENCIA(E)

D.I. *explanation by a video the grammar INDICADOR ESENCIAL INSUMOS A
CRITERIO DE EVALUACIÓN
EFL 5.1.1. Begin to display an understanding between about CAN / CAN’T (ability). DE EVALUACIÓN EVALUAR
different cultures by recognizing and sharing cross-cultural *watch a video about superlatives and
* Learners begin to CE.EFL.5.8. Interaction – Interpersonal:
experiences and ideas. (BGU1) encourage them complete the table for
communicate effectively using a Respond to and build on other people’s INSUMO
EFL 5.1.2. Begin to demonstrate overall respect for the extra points.
variety of simple media and ideas in extended conversations on INDIVIDUAL:
integrity of cultures in daily classroom activities. (BGU1)
formats, including ICT, by familiar social and academic topics by On the workbook
REFLEXIÓN(R)
saying things in alternative expressing opinions and feelings and complete pages no.
D.D. *correct the mistakes of the table and ways and attempting to apply clarifying meaning. 82, 83.
EFL 5.1.10. Begin to take initiative in simple discussions in then leave that they make the grammar self-correcting and self- Right and wrong
a positive way by being sensitive to the nuances of peers’ execises by themselves. On the monitoring strategies when CE.EFL.5.15. Plan and produce well- guesses. 10/101
comments, reactions and responses. (BGU1)
student’s book. needed. (I.1, I.3, J.4) constructed informational texts R.A
SOCIALIZACIÓN (C (ref.I.EFL.5.4.1) CE.EFL.5.17. Demonstrate and convey INSUMO GRUPAL:
2. Oral Communication *Make a reading on pag no. 88 in groups , *Learners begin to respond to different levels of meaning in literary
D.I. Group work activity
and underline the vocabulary, use and build on other people’s texts by identifying distinguishing
EFL 5.2.1. Begin to deduce the meanings of some dictionaries to look for the meanings. ideas in simple conversations on features, interpreting implicit and
on page no.88
unfamiliar phrases and words from a context containing APLICACIÓN (A) familiar social and academic explicit messages and responding in a develop reading and
familiar elements. (BGU1) *Group work activity on page no.88 topics by expressing opinions variety of ways. writing.
EFL 5.2.2. Begin to identify the main idea and some details and feelings and clarifying Presentation =1pt.
develop reading and writing.
of recorded news reports and interviews reporting on Follow the
seasonal festivities, environmental issues, food, climate, *On the workbook complete pages no. meaning. (I.3, I.4, S.1, J.3, J.4)
(ref.I.EFL.5.8.1.) instructions= 2pts.
weather, etc., where the visuals support the commentary. 82, 83.
*Learners begin to identify and Use of unit
(BGU1) apply some reading strategies in
EFL 5.2.5. Begin to understand the main idea of audio grammar= 4 pts.
order to make texts meaningful
recordings on subjects of personal interest, provided speech Coherence= 3pts
and to select information within
is clear. (BGU1) a simple text that might be of Total = 10/10 pts.
3. Reading practical use for one’s own R.A
D.I. academic needs. (I.1, I.2, I.4,
EFL 5.3.1. Discover specific predictable information in S.3) (ref.IEFL.5.11.1.) EVALUACIÓN
short, simple texts in a range of age- and level-appropriate *Learners begin to plan and
topics. (BGU1) produce simple informational R.A
EFL 5.3.8. Begin to identify and understand the main points texts by attempting to apply the
in straightforward simple texts on subjects of personal writing process and while also
interest or familiar academic topics. (BGU1) attempting to demonstrate an
4. Writing ability to justify one’s position
D.I. on an argument through
EFL 5.4.1. Discover how to evaluate information from selected information and
references, including those found on the web, and attempt appropriate language, tone and
to recommend print and digital sources to other learners. evidence. (I.2, I.3, I.4, S.3, J.1)
(BGU1) (ref.I.EFL.5.15.1.)
EFL 5.4.2. Begin to identify simple types and formats of *Learners begin to demonstrate
potential resources and the value, purpose and audience of and convey different levels of
 UNIDAD EDUCATIVA PARTICULAR Código: R.4-05A
“NUESTRA SEÑORA DEL ROSARIO” Versión: 5.0
Fecha: 15/09/2016
PLAN DE DESTREZAS SEMANAL Página: 6 de 6

meaning in simple literary texts

by identifying some features,
attempting to interpret implicit
and explicit messages and
responding in a variety of ways.
(I.3, I.4, J.3) (ref.I.EFL.5.17.1.)

each one for use in the educational domain. (Example:

audio/video, multimedia, website, book, etc.) (BGU1)
EFL 5.4.4. Discover how to select and make effective use
of simple digital tools to write, edit, revise and attempt to
publish written work in a way that supports collaboration,
learning and productivity. (BGU1)
5. Language through the Arts
D.I.

OBSERVACIONES: en este tema no se presenta dificultad que requiera adaptación, solamente en el caso del Sr. Juan David Solís.

_________________________ _________________________________
Responsable Aprobación